Sight-word instruction can be a useful supplement to phonics-based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight-word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of…

The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training (reading via grapheme-phoneme…

Sight-word instruction can improve functioning with various daily, recreational, and work-related tasks among children with moderate to severe disabilities. Previous research has demonstrated the effectiveness of drill methods to teach sight words if the model contains at least 50% known items, which would also increase the number of opportunities…

The aim of this research study was to compare two strategies of sight word instruction in children attending a school for learners with moderate to severe mental disability, namely modified orthography (MO) and modified orthography where an association was made between the modification and the traditional orthography (MO/TO) together with a…

Italian dyslexic children are characterized by a pervasive reading speed deficit, with relatively preserved accuracy. This pattern has been associated with predominant use of the nonlexical reading procedure. However, there is no evidence of a deficit in the lexical route of Italian dyslexics. We investigated both lexical and nonlexical reading…